THE EFFECT OF TEACHERS’ VERBAL AND NON-VERBAL COMMUNICATION ON STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT SMAK FRATER DON BOSCO TARAKAN

Abstract

The purpose of this study is to describe how teachers adapt both verbal and nonverbal communication, as well as the effects of these two types of communication on students' motivation to learn English. This study analyzed the instructors' verbal and nonverbal communication in the English classroom using the framework of teachers' talk developed by Sinclair and Brazil (1985) and Wang and Loewen (2015). Transcripts of lessons and video recordings of teachers' behavior were used to collect data. Procedures for data analysis involve organizing and prepping the data, coding, summarizing, and interpreting the data using the teachers' utterances and behaviors as the unit of analysis. Initial analysis results were looked at using data source triangulation and focused group discussion to validate the findings. The research revealed that questioning was the most common form of verbal communication among teachers, while hand gestures and facial expressions were the most common forms of non-verbal communication. Questions are the most inspirational instructors' verbal communication, and facial expressions are the most inspirational teachers' non-verbal communication.